Concept, Act, and Interest in Professional Practice: Implications of an Empowerment Perspective

Abstract

Within recent social work literature, the concept of empowerment as a practice perspective has received wide endorsement. In this article, I argue that adopting the notion of empowerment as a framework for practice requires not only that we think differently about professional practice but, more fundamentally, that we think differently about professional knowledge. Using the work of philosopher Jiirgen Habermas, particularly the distinction he makes among three arenas of human activity-work, interaction, and power-I outline ways in which the functional and cognitive interests associated with these arenas dictate differing orientations to practice, alternate commitments to various forms of knowledge as applicable in practice settings, and different accounts of practitioner error. Implications for professional education are addressed.

Ideology, Scientific Theory, and Social Work Practice

“…However, according to Kilty and Meenaghan (1995), the recent focus on empirical verification has, in part, contributed to an incomplete focus on better individual and family outcomes rather than an understanding of the larger issues and societal structures that contribute to risk and maintain social and economic inequality. Citing Abramovitz's (1983) concern about the narrowness of our conceptual frameworks, they propose that the selected use of scientifically based methods has unwittingly obscured the full range of value choices and research that the profession might pursue in its study of people and environments.There have been numerous debates in the professional literature about the nature of requisite knowledge for the profession (see, for example, Atherton, 1993;Fischer, 1981;Franklin, 1995;Fraser et al;Gibson & Nurius, 1992;Goldstein, 1992;Harrison, Hudson & Thyer, 1992;Hartman, 1990;Heineman, 1981;Herr, 1995;Hudson, 1982;Imre, 1984;Kirk, 1996;Klein & Bloom, 1995;Kondrat, 1995;Lindsey & Kirk, 1992;Minahan & Pincus, 1977;Reid, 1994;Rein & White, 1981;Rodwell, 1987;Sheldon, 1978;Staller & Kirk, 1998;Tucker, 1996;Weick, 1987;Witkin, 1991;. To date, apart from the general mandates of curricular policies set by the Council on Social Work Education, there is little consensus about essential knowledge for professional practice.…”

“…There have been numerous debates in the professional literature about the nature of requisite knowledge for the profession (see, for example, Atherton, 1993;Fischer, 1981;Franklin, 1995;Fraser et al;Gibson & Nurius, 1992;Goldstein, 1992;Harrison, Hudson & Thyer, 1992;Hartman, 1990;Heineman, 1981;Herr, 1995;Hudson, 1982;Imre, 1984;Kirk, 1996;Klein & Bloom, 1995;Kondrat, 1995;Lindsey & Kirk, 1992;Minahan & Pincus, 1977;Reid, 1994;Rein & White, 1981;Rodwell, 1987;Sheldon, 1978;Staller & Kirk, 1998;Tucker, 1996;Weick, 1987;Witkin, 1991;. To date, apart from the general mandates of curricular policies set by the Council on Social Work Education, there is little consensus about essential knowledge for professional practice.…”

Spirituality-Based Social Work Values for Empowering Human Service Organizations

“…To imple-ment strength-based strategies for empowering the client system in social work practices entails fundamental rethinking of professional knowledge (Kondrat, 1995). According to Conger & Kanungo (1988), the definition of empowerment can be examined in depth in two ways: empowerment as a relational construct and empowerment as a motivational construct.…”

Participatory Action Research and MSW Curricula

“…Within the past 10 years, the concept has been articulated explicitly under the term ''client empowerment,'' and a perspective focusing on client or consumer empowerment has become widely endorsed as an overarching agenda for professional practice (Dodd & Gutiérrez, 1990;Gutiérrez, 1990;Kondrat, 1995;Rapp, Shera, & Kisthardt, 1993;Simon, 1990Simon, , 1994Staples, 1990). Since knowledge has been frequently associated with power, it has been argued that people's authentic and active participation in the production and dissemination of knowledge about their own lives is part of their self-empowerment (Kahn, 1982;Kondrat & Juliá, 1996;Rapp, Shea, & Kisthardt, 1993;Sohng, 1992Sohng, , 1996.…”